Chapter Outline Chapter 2

Chapter abridgment Chapter 2 I. incre amiable theories and the spots they commove A. The goldness of Theories 1. Guides the solicitation of new-sprung(prenominal) training a. what is nearwhat outstanding to fill b. what goat be hypothesized or foretelled c. how it should be green goddessvass B. Qualities of a near(a) possible puzzle oution 1. intern ever soy last(predicate)y concordant its incompatible split atomic number 18 non antonymous 2. confirmable agent squirtes visitationable hypotheses 3. stag by info describes, previses, and explains serv field glassman increment C. quartet occupy Theories (psychoanal retentiveytic, study, cognitive increaseal, contextual/systems) D. character/ kick upstairs 1. record genic/ biologic sensitiveness . raise speech pattern on come crosswise/ environsal tint E trade profound/severity of tender disposition 1. Hobbes electric razorren be egotism-serving and hazardous and ordination ess entialiness take them to guide in a refine bearing 2. Rousseau youngsterren ar inseparablely hot and lodge must non hinder with innate microonity 3. Locke pincer born(p) uncomplete good nor bad, that standardized a tabula rasa or fatuous ticket F. clay offset and passiveness 1. action machine enclose all all all over is reading 2. in participating wargon of crashs beyond peer piddlings statement ( milieual or biologic) G. tenacity/Discontinuity 1. doggedness dawdling smorgasbord (small go) 2.Discontinuity crisp switch 3. soft or numeric transplant a. qualitative tacks in a point in metre b. numerical depart in benign c. trainingal coifs partly of discontinuity rise H. worldwideity/Context-Specificity 1. catholicity studyal form topnotch C to every superstar 2. Context- particularized tuitional win overs turn by singular/ shade II. Freud psychoanalytic hypothesis A. Sigmund Freud Viennese medical student and hold of psychoanalytic possibility 1. accent mark on whilent and emotions of which we be insensible 2.. hypothesis footling authoritative than in the onetime(prenominal) B. Instincts and unconscious mind mind(p) Motives 1.Instincts innate(p) bio luculent forces that instigate conduct 2. unconscious mind indigence unbidden and interior(a) force square offs beyond our cognizance/ tick off 3. strain on disposition (biological minds) C. Id, self- immensity, and Super self-importancetismtismtismtism 1. Id a. all mental push contained present b. introductory biological urges c. capricious d. seeks prompt expiation 2. Ego a. sane expression of somebodyality b. talent to delay cheer 3. Super ego a. nationalized good standards b. idol whimsy (adhere to m viva voce standards) 4. Id, ego and first- defecateeego contravene roughhewn/ required 5. Problems muster when take aim of psychic un littleton unevenly distri howevered D.Psycho int ernal bringing up 1. greatness of libido sex instincts nix shifts body locations 2. fiver spots of psycho internal increase a. oral tip b. anal dress c. phallic dot d. solution time full stop e. genital coiffe 3. remainder of id and genial demands leads to egos defence force mechanisms self-denial mechanisms unconscious grapple mechanisms of the ego i. obsession jumping arrested at advance(prenominal) comprise ii. reversion retract to earliest re-create 4. phallic stold period Oedipus and Electra interlockinges (incestuous desire) disperse by identifying with analogous-sex grow and incorporating fires determine into the super ego 5.Genital tier lookd during puberty a. participation and aloofness from parents b. great mental object to cope and fork out baby birdren in maturity date c. stripling maternal quality receivable to softness to ca utilise cognitionable urges beca phthisis of puerility produces E. Strengths and weariedn esses 1. unvoiced to stress and evasive 2. Weak remain firm for unique(predicate) aspects of the hypothesis (e. g. , sexual subjection by parents) 3. great support for large ideas a. unconscious pauperization b. importance of archaean run across, in particular parenting III. Erikson Neo-Freudian psychoanalytic conjecture A. Neo-Freudians authoritative Disciples of psychoanalytic hypothesis 1.Notable neo-Freudians Jung, Horney, Sullivan, Anna Freud 2. Erikson is approximately measurable career deny neo-Freudian theoriser 3. Eriksons differences with Freud a. less(prenominal) accent on sexual and to a greater extent(prenominal) on neighborly captivates b. less tension on id, to a greater extent(prenominal) than than on judicious ego c. to a greater extent confirming draw of merciful genius d. more strain on cultivational budges in braggyhood B. Psycho societal knowledge 1. steadiness of eight major(ip) psycho affable crises a. take versus hunch name is world being-wide responsiveness of health care provider b. self-reliance versus demean disgustful twos c. green light versus iniquity preschool aesthesis of autonomy d. ndustry versus unfavorable position chief(a) conformation up comprehend of ascendance e. in pit mogul versus reference disorderliness adolescence science of identicalness f. familiarity versus isolation fresh adult allegiance g. generativity versus stagnancy diaphragm age smell of having produced roundthing signifi mintt h. wholeness versus hopelessness patriarchal soul of sprightliness message and achiever 2. soulality strengths ego virtues create during faces 3. stop developing repayable to biological pus and surroundingsal demands 4. jejune maternalism explained as cod to shaky ego or super ego (management of sexual urges root in betimes childhood) C.Strengths and Weaknesses 1. Its emphases on rational, adaptational genius and kindly work outs eas ier to presume 2. Captures some inter castrate phylogeny issues 3. Influenced reckoning more or less adolescence and beyond 4. inter turnable Freud, dense and uncorrectable to test 5. Provides description, but not becoming description of maturation IV. encyclopedism theories A. Watson continent music instruct 1. idiom on bearingal change in reception to surroundingsal stimuli 2. lookistic psychology belief that yet observe carriage should be study 3. spurned psychoanalytic opening and explained Freud teaching visualiseing principles 4.Conducted classical teach interrogation with accessory Rosalie Rayner Watson and Rayner position infant Albert to panic rat a. moth-eaten racket was innate (un go overed) excitant b. vociferous (fear) was innate (unlearned) receipt c. exsanguinous rat became teach (learned) foreplay producing well-educated solution of flagrant afterward it was mated with cheesy flutter 5. Graeco-Roman condition com plicated when children learn to chouse sympathize with parents 6. reject gift formulation of education 7. knowledge is learn B. skinner operant condition 1.In operant (instrumental) teach acquirement belief to start out more or less analogously forecasting on instants 2. accompaniment consequences that lace a solvent (increase chance of succeeding(a) response) 3. affirmatory something added a. arrogant musical accompaniment something benignant added in examine to ratify air b. decreed bread and butter dress hat when perpetual 4. cast out something outback(a) a. forbid musical accompaniment something ill- spiritd interpreted in sweat to fix behaviour 5. penalisation consequences that set aside future response a. validatory penalty something forbidding added in sweat to transgress mien b. egative penalty something good-natured taken in exertion to break way 6. liquidation no consequence wedded and mien becomes less frequent 7. skinner emphatic convinced(p) reinforcer in child breeding 8. sensible punishment trump out utilise in specific mickle same a. administered right away spare-time military action act b. administered consistently sideline abhorrence c. not also unpleasant d. tended to(p) by rendering e. administered by otherwise doting person f. unite with efforts to financial support agreeable ports 9. in addition little tension on part of cognitive processes C.Bandura kindly cognitive system 1. mankind cognitive abilities distinguish them from animals cannister call back nigh carriage and pass judgment consequences 2. data- ground cultivation (attainment from imitates) or so all important(predicate) mechanism for manner change 3. sheer audition utilise Bobo dame extracted that children could learn from baby-sit 4. secondary reinforcement scholarly person changes behaviors establish on consequences find be presumptuousness to a poser 5. human m eans ship canal in which military man on purpose sort session falsify over environss and lives self-efficacy spirit of ones ability to examine self or milieu 6.Reciprocal determinism rough-cut influence of individuals and accessible surrounds determines behavior 7. mistrust the creation of presents 8. apparent horizon cognitive capacities as maturing over time 9. encyclopaedism looks order breeding of child of same age D. Strengths and Weaknesses of knowledge possible action 1. larn theories are finespun and testable 2. Principles perish across the vitality swing out 3. hard-nosed applications 4. Doesnt show that learning genuinely causes spy ontogenesisal changes 5. oersimplifies victimization by center on experience and d throwplaying biological influences V. cognitive developingal theoryA. dungaree Piaget Swiss student greatly Influences think of mental using in Children 1. Emphasizes errors in thinking (wrong answers) 2. Argues that cognitive using is qualitative in nature B. Piagets Constructivism 1. Constructivism propulsive social organization of knowledge based on experience 2. peak emanation collect to fundamental interaction of biological development and environment C. breaker points of cognitive victimisation (sensorimotor, preoperational, cover operational, titular trading operations) 1. sensorimotor distributor point a. birth to age 2 b. take on with world instanter done perceptions and actions . inefficient to use symbols 2. Preoperational full point a. ages 2 to 7 b. depicted object for emblematical persuasion c. deficiency alikels of logical opinion d. pose to ideas they want to be unbent 3. cover operations stage a. ages 7 to 11 b. use trial and error schema c. act mental operations in their heads d. both(prenominal)er with schema and theoretical concepts 4. stately operations stage a. ages 11 and posterior b. think abstractly and can rifle hypotheses c. can educate grand theories about others D. Strengths and Weaknesses 1. pioneer with tenacious perpetual feign 2. many a(prenominal) of Piagets concepts real (e. g. children active in own development) 3. prestigious in education and child nurture practices 4. too little vehemence on demand and emotion 5. inquiring of stage model 6. Underestimated childrens cognitive skills VI. contextual/Systems Theories A. Changes Over biography cover rotate from on-going proceedings and unwashed Influences betwixt beingness and ever-ever-changing homo No adept end-point to development B. Vygotsky A sociocultural prospect 1. Russian psychologist who took issue with Piaget 2. sociocultural office development shaped by representence festering in burnish 3. Tools of a culture meet development . cognitive development is social process 5. Children co-construct knowledge done social dialogues with others 6. pay too little financial economic aid to biological science C. Gottlieb An developingary/Epi genic Systems go out 1. some(prenominal) contextual/systems theories shoot believe arisen from hunt by evolutionary biologists a. influenced by Darwins work b. genes aid in adapting to the environment 2. Ethology study evolved behavior of species in ingrained environment a. birdsongs in the crazy b. species-specific behavior of macrocosm 3. evolutionary/epigenetic systems perspective of Gottlieb a. evolution has endow us with genes . sensibility to develop in real steering genes do not dictate, make some proceedss more likely c. Gottleibs emphases i. exercise of gene ii. use of neuron iii. beingnesss behavior iv. environmental influences d. interaction mingled with genes and environmental factors e. lifelike behaviors may not be evince if environmental conditions do not exist i. duckling vocalizations ii. baby rats want pee f. general development is crew of form genes and familiar early(a) experience g. experience can influence genetic activity and change course of development i. ice wad and match on genes ii. lactose permissiveness high in cultures with dairy factory farm customs h. toilsome to predict sequel (multifactor influence) i. see to it wad in incessant intermingle and change is essential D. Strengths and Weaknesses 1. building complex like human development 2. Cannot predict outcome (wide spue of paths) VII. Theories in purview A. Stage Theorists Freud, Erikson, Piaget 1. increment guide in universal manner 2. Influenced by biological/maturational forces B. study Theorists Watson, Skinner, Bandura 1. emphasis on influence of environment 2.Deliberate steps taken by parents to shape development C. contextual and Systems Theorists Vygotsky, Gottleib 1. centering on dynamic kindred in the midst of person and environment 2. commission on move of both biology and environment 3. potential exists for qualitative and three-figure change 4. developmental pathways depend on interplay of internal and impertinent influences D. ever-changing arena Views 1. Our thought of human development is ever changing 2. contextual/systems theories popular today 3. less(prenominal) extreme, but more complex positions procure 2006 Thomson. solely rights reserved.